This thesis deals with the transformation of the Jewish settlement in the Jindřichův Hradec region, which occurred due to the release of restriction laws in 1848. On the example of the Jewish communities in Jindřichův Hradec, Kardašova Řečice, Staré Město pod Landštejnem and Nová Bystřice is sketched the development in which the Jewish society in the region was proceeding. For each community are described oldest references of Jewish settlement, characteristic settlement in the 18th and 19 century based on the analysis of registers of Jews and eventually development of the community after 1848. The final chapter examines the process and the degree of assimilation of each community to the Czech nation.

This thesis examines the diary of Ellen Wallace, a woman who lived in Hopkinsville, Kentucky, during the American Civil War. A diligent diarist, Ellen recorded not only the workings of her farm and household, but also her interactions with slaves, her worries about secession, and her shifting views on President Lincoln, emancipation and the war itself. At the start of the war, Ellen was a staunch Unionist. By war's end, she was a Confederate. This thesis will examine the factors that contributed to Ellen's changing political ideals and how she sought to reconcile her opposing beliefs. Ellen occupied a role rarely discussed in Civil War scholarship: not a member of the southern paternalist society, or a northern abolitionist. Ellen was a slave‐owning woman who supported the Union cause.

The majority of literature on the adult entertainment looks at objectification and subjugation of women. Women’s experiences in such arenas are negotiated through circumstances beyond their immediate control. In fact many find themselves in this profession out of destitution and need. The result of which is an experience that is even more harrowing, and psychologically and physically destructive. Previous research suggest that many women in this profession then find themselves in precarious relations, often turning to drugs and alcohol to deal with the highly negative aspect of the industry. However, what is not that often reported on are those women who decide to explore this profession out of mere curiosity or even as a career choice. This analysis aimed to investigate one area of this industry, namely striptease. With focus on the high-end (a more regulated and lucrative end) of the striptease spectrum, this analysis was aimed at investigating the phenomological experiences of women in this sector. We look at the experiences of four women at one of the more prestigious strip-clubs in Johannesburg, referred to as The Club. This study aimed to provide some insight to why some South African women chose to enter striptease—as not much research has been done in this area. More high-end clubs seemed theoretically the most practical site to investigate such a choice. This study was based qualitatively, with the use of semi-structured interview which were analyzed through thematic content analysis. The results of this study are categorized into three sections and framed from an emotional labour perspective. Firstly, the experiences on these women provide a challenge to the traditional feminism perspective—exposing a dynamic power relation that may suggest that, within the high-end at least, women may experience a sense of liberation. Secondly, this study aimed to expose the emotional laboriousness of enacting a sexualised fantasy that is convincing. It was found that such an enactment requires an intense interplay between what is considered the real self and the embodiment and portrayal the girlfriend experience. Lastly, we look at the psychological defensive dissociation that occurs though this interplay between fantasy and reality. In essence this analysis has shed new light on striptease and has provided many new avenues for future research in South Africa.

Este trabalho discute a relação entre escola e emancipação, mais especificamente, o papel da dúvida e do questionamento no ensino de ciências e a emancipação de sujeitos. Para tanto, analisa e explicita o currículo e o trabalho de experiências escolares de resistência (SINGER, 2010) na área de ciências da natureza. Estas escolas trabalham com abordagens democráticas em suas rotinas. Analisou-se, principalmente: EMEF Desembargador Amorim Lima e Escola Politeia, no Brasil e Escola da Ponte, em Portugal. Utilizar-se-á a abordagem de pesquisa-ação, mais coerente com a proposta deste trabalho e das escolas, inserido em relação dialética nos espaços educacionais nos quais se atuará, flexibilizando a neutralidade analítica, planejando e avaliando constantemente, sem cisões claras entre investigação e atuação. Investigar questões curriculares em escolas deste tipo pode revelar importantes referências para o ensino em geral, particularmente, o de ciências, como a forma pela qual o conhecimento é construído pelos(as) estudantes em um currículo de arquitetura aberta, onde o conteúdo, muitas vezes, parte do próprio interesse deles(as). Realizou-se observações sistemáticas das rotinas escolares, além de conversas formais e informais com estudantes, professores(as) e coordenadoras, participando das atividades escolares como forma de intervenção. Analisar-se-á os currículos oficiais aos quais essas escolas estão submetidas e os documentos escolares, para perceber as relações entre os conceitos e procedimentos propostos pelos documentos e as formas de trabalho de cada escola. O termo resistência tratado aqui aparece em sentido amplo, como movimento que enfrenta os modelos tradicionais de educação. Segundo Foucault (1979), o poder e a resistência se dão nas relações sociais. Onde existe uma relação de poder, existe também uma resistência. Assim, esta ideia de resistência relaciona-se ao poder criado na relação escola-sociedade. A partir desta resistência, estas escolas apresentam mecanismos usados para promover: (i) autonomia dos(a) estudantes frente ao conhecimento e sua construção; (ii) postura cidadã, política e crítica dos(as) estudantes frente à sociedade; (iii) liberdade com responsabilidade e (iv) tempos individuais de aprendizado. O eixo orientador deste trabalho é o questionamento em ciências naturais, ou seja, o exercício da dúvida. Como estas escolas trabalham a dúvida? Como o questionamento pode ser produtor de conhecimento? Este ato de questionamento pode ser emancipatório? / This work discusses the relationship between school and emancipation, more specifically, the role of doubt and questioning in science education and the emancipation of individuals. It analyzes and exposes the curriculum and the work of experiences in schools of resistance (SINGER, 2010) in the area of natural sciences. These schools work with democratic approaches in their routines. Three schools were analyzed: EMEF Desembargador Amorim Lima and Escola Politeia, in Brazil and Escola da Ponte, in Portugal. This work will use an approach of action research, more consistent with the purpose of the work and of the schools, set in a dialectical relationship in educational spaces where the work will take place, through flexible analytical neutrality, planning and evaluating constantly, without clear divisions between research and action. Investigating curricular issues in schools of this type can reveal important references to education in general and particularly for the teaching of science, such as the manner in which knowledge is constructed by the students in an open architecture curriculum, where content often comes from the interest of the students. Systematic observations of school routines will be performed, as well as formal and informal conversations with students, teachers and coordinators, participating in school activities as an intervention. The official curricula, to which these schools are submitted to, as well as school documents will be analyzed to understand the relationships between concepts and procedures proposed by the documents and forms of work of each school. The term resistance used here appears in a broad sense as a movement facing the traditional models of education. According to Foucault (1979), power and resistance are given in social relations. Therefore this idea of resistance is related to the power created in the school-society relationship. From this resistance, these schools have mechanisms used to promote: (i) autonomy of the students with knowledge and its construction; (ii) citizen posture, political and critical, of the students before society; (iii) freedom with responsibility and (iv) individual learning times. The guiding principle of this work is the questioning in the natural sciences, ie, the exercise of the doubt. How do these schools work with questionings? How can the act of questioning be a producer of knowledge? Can the act of questioning be emancipatory?

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2019-02-07T13:00:38Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Vanessa Elisabete Raue.pdf: 2501903 bytes, checksum: 5ceab64eb0042c96a52123c37deea71b (MD5) / Made available in DSpace on 2019-02-07T13:00:38Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Vanessa Elisabete Raue.pdf: 2501903 bytes, checksum: 5ceab64eb0042c96a52123c37deea71b (MD5) Previous issue date: 2018-11-13 / A presente tese tem como objetivo analisar, historicamente, no período de 1982 a 2017, a implantação das instituições escolares nas penitenciárias do Estado do Paraná e suas características estruturais e pedagógicas diante dos discursos de reinserção social pela educação. Deste modo, realizou-se levantamentos bibliográfico e documental disponibilizados pelos nove centros estaduais de Educação para Jovens e Adultos, no Levantamento Nacional de Informações Penitenciárias e nos Sítios Eletrônicos da Secretaria de Estado de Educação e Secretaria de Segurança Pública e Administração Penitenciária. Além disso, foram investidas visitas para verificação dos espaços destinados à educação nos ambientes prisionais em seis instituições de regime semiaberto masculino; nove instituições de regime fechado masculino e duas femininas e uma instituição mista para tratamento psiquiátrico e ambulatorial. Para análise, a opção metodológica foi o materialismo histórico dialético, observando que a dinâmica do método envolve a construção ativa do conhecimento entre sujeito e objeto. Defende-se a tese que as condições estruturais dos espaços prisionais revelam a impraticabilidade das propostas pedagógicas com vista a um projeto de sociedade com perspectivas de garantia dos direitos fundamentais na sua totalidade. Dentre os referenciais teóricos utilizados para apoiar a discussão e análise, destacam-se Marx (1991), Lukács (2013) Kosík (1976), Melossi e Pavarini (2006), Rusche e Kirchhmeimer (2004) e Mészáros (2008). Verificaramse pontos relevantes da concepção de educação na prisão e seu discurso posto na legislação brasileira. O percurso se mostrou rodeado de mudanças, desde a elaboração das propostas estruturais e conceitos educacionais no cumprimento de pena como o próprio direcionamento das prioridades no tratamento penal. Foi perceptível que os pilares fundamentais do cumprimento de pena, pautados no processo pedagógico de reeducação da pessoa privada de liberdade, muitas vezes, perdem espaço pela garantia da segurança. Este aspecto de instabilidade, de ambiguidade no referencial de ações, demonstrou a fragilidade nas mesmas e a necessidade da escola pensar em ações que promovam a emancipação humana no ambiente prisional em substituição à ressocialização. Identificou-se, desta forma, a fundamentação necessária para proposta de elaboração de um projeto político-pedagógico para educação nas prisões e, pela sua dimensão, a aproximação teórica com a Educação Social. / The present thesis aims to historically analyze from 1982 to 2017 the implantation of school institutions in prisons in the State of Paraná and yours structural and pedagogical characteristics of the social reintegration discourses through out education. In this way, the bibliographical and documentary surveys provided by the nine state education centers for youth and adults were used, from the National Survey of Penitentiary Information and from the Electronic Site of the State Secretariat of Education and the Secretariat of Public Security and Penitentiary Administration. In addition, visits were made to verify the spaces for education in prisons in six semi-open male institutions; nine male institutions and two female closed regime institutions and a mixed institution for psychiatric and outpatient treatment. For analysis, the option methodological was for the dialectical historical materialism, observing that the dynamics of the method involves the active construction of knowledge between subject and object. It is defended the thesis that the structural conditions of the prison spaces reveal the impracticability of the pedagogical proposals with a view to a project of society with prospects of guaranteeing the fundamental rights in their entirety. Among the theoretical references used to support discussion and analysis, we highlight Marx (1991), Lukács (2013) Kosík (1976), Melossi and Pavarini (2006), Rusche and Kirchhmeimer (2004) and Mészáros (2008). And relevant points of the conception of education in the prison and its discourse put in the Brazilian legislation were verified. The research route has been surrounded by changes, from the elaboration of structural proposals and educational concepts in punishment compliance, such as the direction of priorities in penal treatment. It was perceptible that the fundamental pillars of compliance with punishment, based on the pedagogical process of re-education of the person deprived of freedom, it often loses space for the security guarantee. This aspect of instability, of ambiguity in the referential of actions, demonstrated the school's fragility and its need to think about actions that promote human emancipation in the prison environment in place in replacement of resocialization. It was identified, in this way, the necessary grounds for proposal of elaboration of a political pedagogical project for education in prisons and, by its dimension, the theoretical approximation with Social Education.

Philosophiae Doctor - PhD / Mindfulness and the mindfulness-based stress reduction (MBSR) programme is becoming increasingly popular in the Western world. These days, there are many institutes and organisations that support and promote mindfulness, while there is also a growing body of research and academic literature on the topic. Yet, despite the implicit connection to social change, the focus of secular mindfulness in the Western world has primarily remained on the benefits that mindfulness hold for the individual. This notion prompts the question whether there is a relationship between mindfulness and social change. The key theoretical constructs that constitute the theoretical framework of my study include Habermas’s critical theory and his emancipatory-cognitive interest in knowledge creation, and Mezirow’s transformative learning theory, which expanded the Habermasian theory in terms of adult education and learning. Guided by my theoretical framework, the primary research question was formulated as follows: ‘What are the relationships between mindfulness, emancipatory learning and social change?’ In order to address this research question, I selected a case study research approach and collected data using both quantitative and qualitative instruments. For my empirical investigation I selected, as my case study, an MBSR programme offered in Cape Town, South Africa. The data were collected from 55 adult learners who participated in the programme. To my knowledge, this is the first academic research study that investigates the MBSR programme in the field of adult education and learning in a South African context.

Na presente tese procuramos compreender qual o sentido de Lukács nos anos 1930 defender no campo cultural socialista a herança legada pelo realismo burguês em detrimento das inúmeras experimentações de vanguarda. Estudando sua vasta obra produzida ao longo daquela década, dividimos a tese em quatro capítulos. No primeiro, salientamos como a adoção do pensamento de Marx por Lukács leva o filósofo a conceber o proletariado não apenas como herdeiro da grande filosofia burguesa (a filosofia clássica alemã), mas também da herança cultural burguesa. No segundo, verificamos como Lukács analisa o método realista na grande herança legada pela cultura burguesa. No terceiro, estudamos como Lukács sustenta sua crítica à decadência ideológica burguesa, detendo o olhar sobre a análise do método descritivo na literatura, do naturalismo ao expressionismo. Por fim, no quarto capítulo, nos debruçamos sobre a questão do realismo socialista e sua relação com a herança cultural burguesa, enfatizando a participação de Lukács nos debates da revista alemã Die Linkskurve [Virada a esquerda] durante os anos 1931-1932 e na revista soviética Literaturnji Kritik [Crítica Literária] de 1934 ao ano de 1940. O grande argumento que mobiliza esta tese é que a valorização da herança legada pela literatura clássica burguesa em nada se assemelha a um classicismo conservador, como afirmavam Brecht ou Bloch, para não citar outros críticos. Antes, a partir da descoberta e do estudo dos Cadernos filosóficos de Lenin e dos Manuscritos econômico-filosóficos de Marx, Lukács pode sustentar a defesa da herança por entender que toda literatura autêntica (assim como toda arte autêntica) é produto de uma época progressista que permite ao escritor refletir corretamente a realidade objetiva e figurar na obra o homem em seu processo de formação como ser social. Nesse aspecto, ao apreender a imagem do homem ontologicamente como ser total, o método realista contido na literatura burguesa se tornava tão mais atual para a literatura que se fazia no campo cultural socialista, quanto mais urgente era a tarefa do proletariado em realizar seu próprio ser social e dar fim a todas as formas de estranhamento. Somente desse modo, argumentamos, Lukács pode conceber na literatura do proletariado uma força ideológica capaz de lutar contra a barbárie capitalista representada pelo fascismo e, ao mesmo tempo, capaz de impulsionar o avanço do socialismo que se construía na URSS / In this thesis we tried to understand what the meaning of Lukács in the 1930s to defend the heritage bequeathed by the bourgeois realism in the socialist cultural camp at the expense of numerous avant-garde experimentation. The thesis was divided into four chapters which show studies about his vast work done during that decade. In the first, we highlight how the adoption of Marx\'s thought by Lukács leads him to conceive the proletariat not only as the heir of the great bourgeois philosophy (classical German philosophy), but also of the great bourgeois cultural heritage. In the second, we see how Lukács analyzes the realistic method in great heritage bequeathed by bourgeois culture. In the third, we study how Lukács maintains his review about bourgeois ideological decay, focusing at the analysis of the descriptive method in the literature, of the naturalism until the expressionism. Finally, in the fourth chapter, we concentrate on the question of socialist realism and its relation with the bourgeois cultural heritage, emphasizing the participation of Lukács in the debates of the German magazine Die Linkskurve [\"Turn left\"] during the years 1931-1932 and in the Soviet magazine Literaturnji Kritik [\"Literary Criticism\"], 1934 until 1940. The main argument that mobilizes this thesis is that the appreciation of the heritage bequeathed by the bourgeois classical literature don\'t resembles with a conservative classicism, like Brech and Bloch said, not mention other critics. First, from the discovery and study of the Philosophical Notebooks, by Lenin, and of the Economic Philosophical Manuscripts, by Marx, Lukács could support the defense of this heritage, understanding that every authentic literature (as well as all authentic art) is the result of a progressist epoch that allows to the writer to reflect correctly the objective reality and bring to the work the man in his formation process as a social being. In this aspect, to attach the image of man ontologically as total being, the realistic method contained in bourgeois literature became so more new to the literature that it was in socialist cultural field, the more urgent was the task of the proletariat in performing its own social being and ending all forms of estrangement. Only this way, we argue, Lukács could conceive in the proletarian literature an ideological strength able to fighting against capitalist barbarism represented by fascism and at the same time, able to boost the advance of the socialism that was being built in the USSR

Este trabalho discute a relação entre escola e emancipação, mais especificamente, o papel da dúvida e do questionamento no ensino de ciências e a emancipação de sujeitos. Para tanto, analisa e explicita o currículo e o trabalho de experiências escolares de resistência (SINGER, 2010) na área de ciências da natureza. Estas escolas trabalham com abordagens democráticas em suas rotinas. Analisou-se, principalmente: EMEF Desembargador Amorim Lima e Escola Politeia, no Brasil e Escola da Ponte, em Portugal. Utilizar-se-á a abordagem de pesquisa-ação, mais coerente com a proposta deste trabalho e das escolas, inserido em relação dialética nos espaços educacionais nos quais se atuará, flexibilizando a neutralidade analítica, planejando e avaliando constantemente, sem cisões claras entre investigação e atuação. Investigar questões curriculares em escolas deste tipo pode revelar importantes referências para o ensino em geral, particularmente, o de ciências, como a forma pela qual o conhecimento é construído pelos(as) estudantes em um currículo de arquitetura aberta, onde o conteúdo, muitas vezes, parte do próprio interesse deles(as). Realizou-se observações sistemáticas das rotinas escolares, além de conversas formais e informais com estudantes, professores(as) e coordenadoras, participando das atividades escolares como forma de intervenção. Analisar-se-á os currículos oficiais aos quais essas escolas estão submetidas e os documentos escolares, para perceber as relações entre os conceitos e procedimentos propostos pelos documentos e as formas de trabalho de cada escola. O termo resistência tratado aqui aparece em sentido amplo, como movimento que enfrenta os modelos tradicionais de educação. Segundo Foucault (1979), o poder e a resistência se dão nas relações sociais. Onde existe uma relação de poder, existe também uma resistência. Assim, esta ideia de resistência relaciona-se ao poder criado na relação escola-sociedade. A partir desta resistência, estas escolas apresentam mecanismos usados para promover: (i) autonomia dos(a) estudantes frente ao conhecimento e sua construção; (ii) postura cidadã, política e crítica dos(as) estudantes frente à sociedade; (iii) liberdade com responsabilidade e (iv) tempos individuais de aprendizado. O eixo orientador deste trabalho é o questionamento em ciências naturais, ou seja, o exercício da dúvida. Como estas escolas trabalham a dúvida? Como o questionamento pode ser produtor de conhecimento? Este ato de questionamento pode ser emancipatório? / This work discusses the relationship between school and emancipation, more specifically, the role of doubt and questioning in science education and the emancipation of individuals. It analyzes and exposes the curriculum and the work of experiences in schools of resistance (SINGER, 2010) in the area of natural sciences. These schools work with democratic approaches in their routines. Three schools were analyzed: EMEF Desembargador Amorim Lima and Escola Politeia, in Brazil and Escola da Ponte, in Portugal. This work will use an approach of action research, more consistent with the purpose of the work and of the schools, set in a dialectical relationship in educational spaces where the work will take place, through flexible analytical neutrality, planning and evaluating constantly, without clear divisions between research and action. Investigating curricular issues in schools of this type can reveal important references to education in general and particularly for the teaching of science, such as the manner in which knowledge is constructed by the students in an open architecture curriculum, where content often comes from the interest of the students. Systematic observations of school routines will be performed, as well as formal and informal conversations with students, teachers and coordinators, participating in school activities as an intervention. The official curricula, to which these schools are submitted to, as well as school documents will be analyzed to understand the relationships between concepts and procedures proposed by the documents and forms of work of each school. The term resistance used here appears in a broad sense as a movement facing the traditional models of education. According to Foucault (1979), power and resistance are given in social relations. Therefore this idea of resistance is related to the power created in the school-society relationship. From this resistance, these schools have mechanisms used to promote: (i) autonomy of the students with knowledge and its construction; (ii) citizen posture, political and critical, of the students before society; (iii) freedom with responsibility and (iv) individual learning times. The guiding principle of this work is the questioning in the natural sciences, ie, the exercise of the doubt. How do these schools work with questionings? How can the act of questioning be a producer of knowledge? Can the act of questioning be emancipatory?

nÃo hà / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este trabalho visa a compreender os fundamentos histÃricos e filosÃficos que ensejaram Epicuro a formular sua doutrina de pensamento e suas respectivas Ãreas, a partir dum conceito de liberdade sui generis, o qual està presente nÃo sà na Ãtica de Epicuro, senÃo tambÃm na FÃsica e na CanÃnica. No intuito de estudar as liÃÃes de Epicuro, bem como as principais categorias em que se alicerÃam suas ideias, esta pesquisa se desenvolve sob o mÃtodo bibliogrÃfico de carÃter exploratÃrio, encontrando naquelas alguns remÃdios aos males da vida humana, implicando, assim, nÃo apenas como finalidade desta Ãltima a consecuÃÃo da felicidade, senÃo como dever Ãnsito à prÃpria Filosofia: a emancipaÃÃo do ser humano de todas as causas imaginÃrias e reais de sofrimento. / This work aims to understand the historical and philosophical foundations that resulted Epicurus formulated his doctrine of thought and their respective areas, from a sui generis concept of freedom, which is present not only in Epicurusâ Ethics, but also in his Physics and Canonical. In order to study the lessons of Epicurus, as well as major categories in which his ideas are rooted, this research develops itself under the bibliographical method exploratory, finding some remedies to the ills of human life, thus implying not only as latter purpose the attainment of happiness, but as a inherent duty to own Philosophy: the emancipation of human beings from all imaginary and real causes of suffering.

Na presente tese procuramos compreender qual o sentido de Lukács nos anos 1930 defender no campo cultural socialista a herança legada pelo realismo burguês em detrimento das inúmeras experimentações de vanguarda. Estudando sua vasta obra produzida ao longo daquela década, dividimos a tese em quatro capítulos. No primeiro, salientamos como a adoção do pensamento de Marx por Lukács leva o filósofo a conceber o proletariado não apenas como herdeiro da grande filosofia burguesa (a filosofia clássica alemã), mas também da herança cultural burguesa. No segundo, verificamos como Lukács analisa o método realista na grande herança legada pela cultura burguesa. No terceiro, estudamos como Lukács sustenta sua crítica à decadência ideológica burguesa, detendo o olhar sobre a análise do método descritivo na literatura, do naturalismo ao expressionismo. Por fim, no quarto capítulo, nos debruçamos sobre a questão do realismo socialista e sua relação com a herança cultural burguesa, enfatizando a participação de Lukács nos debates da revista alemã Die Linkskurve [Virada a esquerda] durante os anos 1931-1932 e na revista soviética Literaturnji Kritik [Crítica Literária] de 1934 ao ano de 1940. O grande argumento que mobiliza esta tese é que a valorização da herança legada pela literatura clássica burguesa em nada se assemelha a um classicismo conservador, como afirmavam Brecht ou Bloch, para não citar outros críticos. Antes, a partir da descoberta e do estudo dos Cadernos filosóficos de Lenin e dos Manuscritos econômico-filosóficos de Marx, Lukács pode sustentar a defesa da herança por entender que toda literatura autêntica (assim como toda arte autêntica) é produto de uma época progressista que permite ao escritor refletir corretamente a realidade objetiva e figurar na obra o homem em seu processo de formação como ser social. Nesse aspecto, ao apreender a imagem do homem ontologicamente como ser total, o método realista contido na literatura burguesa se tornava tão mais atual para a literatura que se fazia no campo cultural socialista, quanto mais urgente era a tarefa do proletariado em realizar seu próprio ser social e dar fim a todas as formas de estranhamento. Somente desse modo, argumentamos, Lukács pode conceber na literatura do proletariado uma força ideológica capaz de lutar contra a barbárie capitalista representada pelo fascismo e, ao mesmo tempo, capaz de impulsionar o avanço do socialismo que se construía na URSS / In this thesis we tried to understand what the meaning of Lukács in the 1930s to defend the heritage bequeathed by the bourgeois realism in the socialist cultural camp at the expense of numerous avant-garde experimentation. The thesis was divided into four chapters which show studies about his vast work done during that decade. In the first, we highlight how the adoption of Marx\'s thought by Lukács leads him to conceive the proletariat not only as the heir of the great bourgeois philosophy (classical German philosophy), but also of the great bourgeois cultural heritage. In the second, we see how Lukács analyzes the realistic method in great heritage bequeathed by bourgeois culture. In the third, we study how Lukács maintains his review about bourgeois ideological decay, focusing at the analysis of the descriptive method in the literature, of the naturalism until the expressionism. Finally, in the fourth chapter, we concentrate on the question of socialist realism and its relation with the bourgeois cultural heritage, emphasizing the participation of Lukács in the debates of the German magazine Die Linkskurve [\"Turn left\"] during the years 1931-1932 and in the Soviet magazine Literaturnji Kritik [\"Literary Criticism\"], 1934 until 1940. The main argument that mobilizes this thesis is that the appreciation of the heritage bequeathed by the bourgeois classical literature don\'t resembles with a conservative classicism, like Brech and Bloch said, not mention other critics. First, from the discovery and study of the Philosophical Notebooks, by Lenin, and of the Economic Philosophical Manuscripts, by Marx, Lukács could support the defense of this heritage, understanding that every authentic literature (as well as all authentic art) is the result of a progressist epoch that allows to the writer to reflect correctly the objective reality and bring to the work the man in his formation process as a social being. In this aspect, to attach the image of man ontologically as total being, the realistic method contained in bourgeois literature became so more new to the literature that it was in socialist cultural field, the more urgent was the task of the proletariat in performing its own social being and ending all forms of estrangement. Only this way, we argue, Lukács could conceive in the proletarian literature an ideological strength able to fighting against capitalist barbarism represented by fascism and at the same time, able to boost the advance of the socialism that was being built in the USSR